Teacher(s): Unit: Lesson: Grade Level: Date:

Michael DelNegro Baseball Baseball Skill Stations Secondary 5/4/2017

New York Sate Learning Standards for Physical Education:
Equipment/Materials:
1. Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity,
and maintain personal health. They will perform basic motor and manipulative skills. They will attain competency in a variety of
physical activities and proficiency in a few complex motor and sport activities. Students will design personal fitness programs to Station Markers/Poly Spots
improve cardiovascular endurance, flexibility, muscular strength, endurance and body composition.
Different Sized Baseball Bats
2. Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that
physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to
identify safety hazards and react effectively to ensure a safe and positive experience for all participants.
Different Sized Balls

Large Orange Cones

3. Students will be aware of and able to access opportunities available to them within their community to engage in physical
activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some
Nets
career options in the field of physical education and sports.

Pencils/Assessment Sheets
Safety Considerations:
Teaching Point: What are the different skills needed to participate in the game of baseball?
When performing drills and
Primary Lesson Objectives: games, practice good
1.The students will be able to hit a ball using the proper mechanics in the game of baseball. sportsmanship towards other
2.The students will be able to catch a ball thrown above and below their waist. classmates, and be safe.
3.The students will be able to throw the ball to a given target.
Cognitive Domain Watch where you are running,
Objective: The students will be able to identify the rules, regulations and safety concerns within the game of baseball at all times!
Students will receive a crossword puzzle for homework involving baseball vocabulary words. .
Affective Domain
Objective: The students will demonstrate good sportsmanship and teamwork while performing the group activity. Make Sure Your Sneakers
Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings. Are Tied!
Psychomotor Domain
Objective: The students will be able to perform the necessary muscular strengthening and endurance exercises learned in Keep Your Hands To
class in order to complete the workouts and activities in class. These muscular strengthening activities are essential to Yourself
succeed in the game of baseball?
Common Core Learning Standards: Make sure there is nobody
ELA-LITERACY.WHST6-8.2.E – Use precise language and domain specific-vocabulary to inform about or explain the around you when swinging
topic. the bat
ELA-LITERACY.WHST6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research.
SL.8.6- Adapt speech to a variety of contexts or tasks, demonstrating command of formal English when indicated or Do not hit anyone with the
appropriate. – Shown through daily communication with staff and peers through skill based activities and games bat
High School RL. 11.2

Transition Strand: Independent Living

CDOS
Standard 1: career development: PI3 Value of work
Interpersonal skills: participate in cooperative learning situations, apply effective communication skills

Emotional Literacy Standard: Social Management 4A: Students use positive communication and social skills to
interact effectively with others

Activity Time Organization Method & Procedures Instructional Cues

Warm Up: Teacher 1. The students will enter the gym and start the flow of the
Laps 10 T gym beginning with walking laps around the gym. The use of “Please Listen”
minutes “Have fun teaching: Fitness Songs” will be implemented to
Exercise Classs motivate students to move. “Pay Attention”
Routine xxxxx 2. Students will then go over to the circle to start their daily
xxxxx exercise and stretching routine also using Fitness Songs (Tier “Count Together”
Mood Meter xxxxx 1-2). Tier 3 Students will train/exercise using the pacer run,
push-ups, sit-ups, trunk lifts, jumping jacks and jumping rope,
however it is their choice which activity they would like to
participate in.
3. While students are taking part in their daily routine, the
para-professionals will be recording their activity on the data
sheet/ipad

Initial Discussion “Head up, Eyes up”

Activity: The teacher will direct students over to the bulletin board
10 to begin a discussion. We will discuss vocabulary words “Pay Attention”
Discussion: minutes Class pertaining to the sport of baseball. The teacher will ask
Mini-Lesson the questions: “Good Sportsmanship”
Baseball x x xx  What sport are we learning about? Baseball
Vocabulary x x x  What are some of the skills involved with this sport? “Listen”
xxxx Throwing, catching, hitting, running, etc..
What is hitting?
 Why are we learning about baseball? Baseball is a
Why do we hit
form of physical activity and physical activity is
the ball in “Non-dominant hand on the
baseball? important in leading a healthy lifestyle, Baseball is bottom of the bat”
fun, So we can play in a baseball game. All answers
Assessment: are good answers but the important point is that “Dominant hand about your
-Teacher students know it is a form of physical activity that is non-dominant hand”
observation
-Questions (DOK) healthy for them.
“Knuckles lined up”

The teacher will then discuss and model the proper way to “Door Knockers”
hold a baseball bat (a student can also model the correct
way to hold) with the non-dominant hand placed at the
bottom of the bat and your dominant hand above your
non-dominant hand.

The teacher will then proceed to go from station to station

with the students modeling what they will be doing during
their lesson. Tell the students that they are a TEAM and
they must work together, referring to the school TEAM
matrix. Tel the students they need to be able to TRUST
each other while participating in physical activities. Ask
the students “How can we EXHIBIT SAFETY during
physical education?” Talk about MUTUAL respect as
well and give examples of good sportsmanship.

Individual / Students will be divided into partners or groups of 3.

Partner Teacher: Approximately 6 minutes will be spent at each station and rotate “Eyes on the ball”
Activity: 20 T when the teacher blows the whistle.
1. Hitting off Minutes Learning Stations: “Feel shoulder width apart”
a tee Will Observe Hitting Station (1)
2. Tetherball Students While Hitting off a Tee: At this station, a ball will be set atop of a tee or “Knees slightly bent”
3. Self-Toss Offering Positive large orange cone. Feet markers will be set up on the floor to
Feedback And indicate where to stand while practicing hitting off of the tee/cone. “Extend arms to the ball”
4. Partner-
Correcting One student will stand on the feet markers and practice hitting the
Toss
Improper ball into the net. Another student in the group will retrieve the ball “Wrap the bat around your
Mechanics and place it back on the cone while another student takes record of body”
the swing. After 5 swings the students will rotate. Each will have a
Differentiation:
Assistants: turn hitting, retrieving and record. (May allow for more swings
depending on time)
Different sized
Assist Students Tetherball: At this station a ball is attached to a string which is
bats and balls
where needed hung from an apparatus, in this case it is the pull-up bar in the gym.
Feet markers will be set up on the floor to indicate where to stand
Poly-spot for
while practicing hitting.
organizational
Self – Toss - At this station students will continue to practice
purposes
hitting, only this time they will be tossing the ball to themselves
and hitting it into the net. Feet markers will be set up to remind
Assessment: students where to stand. Another student will retrieve the ball while
-Rubric the other student records.
-Questioning Partner Toss – At this station one student will toss the ball from
-Teacher the side and the other will try to hit it. Feet markers will be set up
observation to indicate where to stand while hitting. Another cone/marker will
-Peer-to-Peer
be set up to indicate where the student tossing should be placed.
assessment
The student tossing will retrieve while the other takes record of the
swings.

Throwing and Catching Station (2)

Teacher: Self-Toss: Each student will be given a ball and a spot within the gym to “Eyes on the ball”
stand. This is their own personal space. First, students will toss the ball to
Will Observe themselves 10x and practice catching the ball with their pinkies together “Feel shoulder width apart”
Students While (below the waist). Then students will toss to themselves 10x and practice
catching with their thumbs together (above the waist).
Collecting “Knees slightly bent”
Qualitative Data
Seated Toss: Students will be partnered up will be seated with their legs
“Extend arms to the ball”
crossed about 10 feet apart while throwing and catching. This will allow
Assistants: them to concentrate on the following cues:
“Wrap the bat around your
Assist Students  Catching with thumbs together (above the waist) body”
Where needed  Arm way back
 Follow through
 Elbow up
Standing Toss: In this drill the students will remain in the same spot as
the previous drill except they will now be standing. The same cues will be
used as the following drill with the addition of one: Step forward with the
opposite foot.
 Catching with thumbs together (above the waist)
 Arm way back
 Step with the opposite foot
 Follow through
 Elbow up
Pitching Station (3)
Partner Target Throw:
For this activity the students will remain with their partners/groups. The
students will practice throwing to a given target on the wall. Each station
will contain step by step instructions, including directions and an
illustration. One student will be throwing while the other records the
throw on the peer-to-peer assessment sheet. Marks on the floor will
 indicate the distance from which they will be throwing. Once each
student is positioned, they may begin throwing the ball. Each student will
get 10 throws.

Wii Baseball Station (4)

Group At this station students will have to opportunity to participate in
Activity: Wii Baseball. This station offers an alternative learning to the game
Time of baseball and reinforces the skills that we have been working on
Permitting in our baseball unit.

Modified Modified Baseball Game (Time Permitting)

Baseball Game If there is enough time remaining in the period, the students will
participate in a modified baseball game. The students will be placed
Differentiation: into defensive positions within the field and called up one by one to
Different sized have a chance to hit the ball. The students will have a choice of bat,
bats and balls. ball, and how they will attempt to hit (Either tee, toss, or pitch).
Once the student has hit the ball they will run to first base.
Cones/Tees
Students will do a self-reflection about their engagement in todays
Closure & Teacher physical education class. “Great Job Class”
Homework 5 Minutes T Did I try my hardest?
What do I need improve on? “Thank you”
xxxxxx What was my favorite part of today’s class?
Assessment xxxxxx Is Mr. D the best teacher ever?
Open-ended
questions Closing Questions:
(DOK) What did we practice today?
Why is important to know how to hit the ball in the game of
Next Steps baseball?
What is the correct way to hold a baseball bat?
Where do we stand when hitting a baseball?

Homework: Complete the baseball handout.

Alternative assignment: Watch a baseball game (Preferably the
Yankees) and tell me something that happened in the game?

Next Steps:
 Students will continue to work on their personal health and
fitness through exercise
 Students will continue to work on skills and activities
associated with the game of baseball
  Students will be able to draw a line or bar graph
representing their progression of claps, throws, and hits.

Vocabulary Baseball, bat, hitting, dominant, non-dominant, pitcher,

tee/cone, tetherball, pitch, pitcher, throw, catch